The Portal of Geriatrics Online Education

University of Nebraska College of Medicine

Is this a Reynold's grantee: 
Yes

Renal and Prostate Disease

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

Upon completion, the learner will be able to describe the prevention and management of chronic renal disease, the diagnosis and treatment of benign prostatic hyperplasia and the approach to the management of prostate cancer. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers.

Educational objectives: 

Upon completion, the learner will be able to describe the prevention and management of chronic renal disease, the diagnosis and treatment of benign prostatic hyperplasia and the approach to the management of prostate cancer. Module 1 Upon completion the learner will be able to describe regarding chronic kidney disease the; -Prevalence and Complications -Screening -Management to slow/prevent progression ESRD for the non-nephrologist Module 2 Upon completion the learner will be able to describe regarding benign prostatic hypertrophy the; -Pathophysiology and Epidemiology -Workup -Differential Diagnosis -Medical and Surgical Treatment Module 3 Upon completion the learner will be able to describe regarding prostate cancer the; -Epidemiology and General Principles -Treatment Approaches, Vigorous vs. Frail -Androgen Deprivation Therapy: Benefits and Burdens

Additional information/Special implementation requirements or guidelines: 

A) Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. B) Benefits and practical tips: 1) For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. 2) For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Fri, 01/18/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Renal and Prostate Disease. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Sleep Disorders in the Elderly

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

Upon completion of these modules the learner will be able to describe the impact of sleep disorders, diagnose etiologies and describe the nonpharmacologic and pharmacologic treatment of sleep disorders in the elderly. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Learner will gain knowledge in the impact, etiologies and evaluation of sleep disorders in the elderly. Also they will gain knowledge in nonpharmacologic and pharmacologic management of this disorder. Module One: Upon completion the learner will be able to -Describe the Epidemiology -Review changes in the sleep cycle with aging -List the Impact of insomnia -Describe the Evaluation of Insomnia Module Two: Upon completion the learner will be able to -Describe good Sleep hygiene -Describe Stimulus control for sleep disorders -Discuss the effect of Sleep restriction -Describe the effective Cognitive therapy -Describe the effect of Paradoxical intention Module Three: Upon completion the learner will be able to -Describe the indications and appropriate medications for sleep disorders -Discuss herbal and OTC sleep medications/remedies -List the FDA approved and nonapproved remedies and use

Additional information/Special implementation requirements or guidelines: 

A) Implementation 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. B) Benefits and practical tips: 1) For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. 2) For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly"

Date posted: 
Fri, 01/18/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
Sleep Disorders in the Elderly. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Sensory Problems in the Elderly

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

Upon completion the learner will be able to describe the epidemiology, physiology and screening from sensory loss in the elderly. They will be able to describe sensory loss diseases and functional impact. They will be able to describe treatment to improve sensory function and abilities. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion the learner will be able to describe the epidemiology, physiology and screening from sensory loss in the elderly. They will be able to describe sensory loss diseases and functional impact. They will be able to describe treatment to improve sensory function and abilities. Module One Upon completion the learner will be able to: -Recognize physiologic changes in the sensory system. -Describe the epidemiology of sensory loss. -Demonstrate how to screen for sensory loss Module Two Upon completion the learner will be able to: -List common diseases causing sensory loss in the elderly -Recognize the functional impact of disease of the special senses Module Three Upon completion the learner will be able to: -Review treatment options for common vision and hearing disorders -Understand techniques to improve function for older people with low vision and hearing loss.

Additional information/Special implementation requirements or guidelines: 

A) Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. B) Benefits and practical tips: 1) For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. 2) For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Thu, 01/17/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Sensory Problems in the Elderly. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Personality Disorders in the Elderly

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

Upon completion of this unit, the learner will gain knowledge in personality disorders in the elderly are in regards to; diagnoses, affect of aging, complicating diagnoses/problems and management.This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

The learner will gain knowledge personality disorders, how they are affected by aging, the effect of co-morbid psychiatric/cognitive problems on personality disorders and their management in the elderly. Upon completion the learner will be able to: 1. List the elements that make up personality 2. Describe the types of personality disorders 3. Delineate issues for these patients and their providers as they age 4. List the treatment modalities for personality disorders

Additional information/Special implementation requirements or guidelines: 

A) Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. B) Benefits and practical tips: 1) For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. 2) For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Wed, 01/16/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 01/16/2006
Contact Person/Corresponding Author:



Suggested Citation:
Personality Disorders in the Elderly. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Elder Abuse

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

Upon completion the learner will be able to describe the presentation, evaluation and unique features of abuse in the elderly. They will also be able to describe presentation and treatment of self neglect. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers.

Additional information/Special implementation requirements or guidelines: 

Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: 1) For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. 2) For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Mon, 01/26/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
and . Elder Abuse. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1224

Infectious Disease in the Elderly (in Community and Long Term Care Facilities) Genitourinary and Gastrointestinal Diseases

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

Upon completion of this unit, the learner will be able to describe evaluation and management of gastrointestinal and genitourinary infectious diseases in the elderly. The modules address both community dwelling and those elderly in long term care. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers.

Educational objectives: 

Upon completion, the learner will be able to: MODULE ONE: 1) List the common causes of gastroenteritis 2) Describe the diagnostic features of noninvasive and invasive organisms 3) List the diagnostic tests and treatment for infectious causes of gastroenteritis MODULE TWO: 1) List the causes of viral hepatitis 2) List the at-risk populations in the elderly 3) Describe the evaluation for viral hepatitis 4) List the prevention and basic treatment of viral hepatitis in the elderly MODULE THREE: 1) List the aging physiologic changes that predispose elder’s to UTIs 2) Describe the prevention and diagnosis of UTIs in catheterized and non-catheterized patients 3) Contrast asymptomatic bacteriuria from urinary tract infections

Additional information/Special implementation requirements or guidelines: 

A) Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Fri, 01/11/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
, and . Infectious Disease in the Elderly (in Community and Long Term Care Facilities) Genitourinary and Gastrointestinal Diseases. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Psychosis in the Older Patient

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

This unit provides information on etiologies, comorbidities, evaluation and management on this difficult and elusive problem in the elderly. Dr. Magnuson provides very innovative and practical tips for diagnosis and management.This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers.

CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

This unit provides basic training and some advanced concepts in the diagnosis, evaluation and management of psychotic problems in the elderly.

Upon completion the learner will be able to:

Module One

1) Define psychosis

2) Delineate common etiologies for psychosis in older patients

3) Describe common treatment modalities for psychosis in geriatric patients

Module Two:

1) List the common etiologies for psychosis in the elderly

2) Describe the common presentations of these etiologies

Module Three:

1) Describe common treatment modalities for psychosis in geriatric patients

Additional information/Special implementation requirements or guidelines: 

A) Implementation:

1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes.

Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience.

For use in distance learning:

Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Fri, 01/11/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Psychosis in the Older Patient. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Medicare Coverage

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

This product describes the Medicare program and its eligibility and various health insurance options. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Basic training for understanding about the various health insurance options available for Medicare beneficiaries. The learner will be able to: 1) Understand the Medicare Program and its eligibility and various health insurance options. 2) Understand the new Medicare Outpatient Prescription Drug Benefit in terms of eligibility criteria, the cost benefit structure, drugs covered and enrollment process. 3) Understand which guidelines can be given to the Medicare beneficiaries in various case scenarios.

Additional information/Special implementation requirements or guidelines: 

Eighteen practicing NPs, Physicians, Pharmacists, and PAs have completed this product in a Blackboard distance-based learning as part of a MiniFellowship in Geriatrics. Learners getting this basic information need to continually update themselves about recent and yearly changes in health insurance options for Medicare beneficiaries.

Date posted: 
Mon, 01/07/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
Medicare Coverage. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Preoperative Evaluation in the Elderly

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

This educational product reviews the key elements and unique features in the performance of preoperative evaluation in the elderly.This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion the learner will be able to describe a comprehensive preoperative evaluation in elderly patient. Module 1: The learner will be able to: 1) List the key tasks in a preoperative evaluation 2) Identify risk factors for surgical mortality and morbidity in the elderly 3) Describe pre-op evaluation of health, cognitive, nutritional and functional status Module Two: The learner will be able to: 1) List the key tasks in a preoperative cardiac evaluation 2) List cardiac the cardiac risk factors, functional capacity assessment and surgical procedure risk for a preoperative evaluation. 3) Describe pre-op evaluation cardiac evaluation. Module Three: The learner will be able to: 1) List the elements of a history necessary for an effective preanesthesia evaluation 2) List the appropriate physical exam elements for an effective preanesthesia evaluation 3) List the appropriate pre-operative testing with indications. 4) List and evaluate patients for pre-operative risk factors for Cardiac disease 5) Clinically assess functional capacity 6) Demonstrate ability to: a. Interpret preoperative testing b. Evaluate mental status

Additional information/Special implementation requirements or guidelines: 

Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems; however, using the Power Point system as we have, it can be adapted to many distance-based learning systems. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and that the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular. The learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Mon, 01/07/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
Preoperative Evaluation in the Elderly. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Respiratory Disorders in the Elderly

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

This tutorial is designed to provide the learner with an evidence-based review of common symptoms, complaints and disorders involving the respiratory tract of older adults. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

At the end of Module #1, the learner will be able to: 1) Describe the common causes of rhinitis, dyspnea and cough 2) Describe the evaluation and treatment of these common respiratory symptoms and complaints At the end of Module #2, the learner will be able to: 1) Explain the diagnostic features and staging of COPD 2) Describe non-pharmacologic and the ‘stepped’ pharmacologic therapy for COPD 3) List Medicare criteria for chronic O2 therapy 4) Describe steps for assisting patients with smoking cessation At the end of Module #3, the learner will be able to: 1) Describe the definition and diagnostic features for asthma and how this disorder differs in later life. 2) Explain how the stage of severity of asthma directs treatment 3) Outline the approach to evaluation of suspected pulmonary emboli and treatment of this process when that diagnosis is confirmed

Additional information/Special implementation requirements or guidelines: 

Practicing NPs, physicians, pharmacists, and PAs have completed this product in Blackboard distance-based learning as part of a MiniFellowship in Geriatrics.

Date posted: 
Mon, 11/19/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 05/08/2010
Contact Person/Corresponding Author:



Suggested Citation:
Respiratory Disorders in the Elderly. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

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